Symbolic-numeric interface: A review

A survey of the use of a combination of symbolic and numerical calculations is presented. Symbolic calculations primarily refer to the computer processing of procedures from classical algebra, analysis, and calculus. Numerical calculations refer to both numerical mathematics research and scientific computation. This survey is intended to point out a large number of problem areas where a cooperation of symbolic and numerical methods is likely to bear many fruits. These areas include such classical operations as differentiation and integration, such diverse activities as function approximations and qualitative analysis, and such contemporary topics as finite element calculations and computation complexity. It is contended that other less obvious topics such as the fast Fourier transform, linear algebra, nonlinear analysis and error analysis would also benefit from a synergistic approach

Communicative Grounding of Analogical Explanations in Dialogue: A Corpus Study of Conversational Management Acts and Statistical Sequence Models for Tutoring through Analogy

We present a conversational management act (CMA) annotation schema for one-to-one tutorial dialogue sessions where a tutor uses an analogy to teach a student a concept. CMAs are more fine-grained sub-utterance acts compared to traditional dialogue act mark-up. The schema achieves an inter-annotator agreement (IAA) Cohen Kappa score of at least 0.66 across all 10 classes. We annotate a corpus of analogical episodes with the schema and develop statistical sequence models from the corpus which predict tutor content related decisions, in terms of the selection of the analogical component (AC) and tutor conversational management act (TCMA) to deploy at the current utterance, given the student’s behaviour. CRF sequence classifiers perform well on AC selection and robustly on TCMA selection, achieving respective accuracies of 61.9% and 56.3% on a cross-validation experiment over the corpus

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

Formative interaction in online writing: making disciplinary expectations explicit

About the book: How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process

Generating explanatory discourse: a plan-based, interactive approach

SIGLEAvailable from British Library Document Supply Centre- DSC:D91660 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Intuitive expertise in ICT graduate supervision

Intuitive expertise in the application of advanced interdisciplinary facilitation is the subject of this personal reflection on the graduate supervisory style of Professor David Squires in computers in education. This single‐case reflective study examines the characteristics of effective supervision observed during masters and doctoral supervision at King's College in the years 1990–9. Interdisciplinarity in ICT graduate studies particularly requires a fluency of supervisory expertise in enabling supervisees to combine multiple complex perspectives from a number of fields of knowledge. Intuitive combinatory aspects of supervision are highlighted in this reflection on the role carried out by an academic expert in facilitating student success. This is examined from a perspective incorporating affective as well as intellectual elements, informed by characteristics identified in professional sports and performing arts coaching/mentoring. Key characteristics comprising a model of intuitive expertise in ICT graduate supervision were outlined. The resultant portrait aims to complement existing literature on graduate supervision, with reference to the field of ICTI computers in education relating to student hypermedia composition

Feasibility report: Delivering case-study based learning using artificial intelligence and gaming technologies

This document describes an investigation into the technical feasibility of a game to support learning based on case studies. Information systems students using the game will conduct fact-finding interviews with virtual characters. We survey relevant technologies in computational linguistics and games. We assess the applicability of the various approaches and propose an architecture for the game based on existing techniques. We propose a phased development plan for the development of the game

An inquiry based instructional planning model that accommodates student diversity

The students in today’s public school classrooms represent great diversity and the struggle of teachers to teach all their students well. This paper describes an inquiry based instructional planning model that reflects lessons from the literature on effective teaching for diverse classrooms. An example of a high school lesson exemplifies the model. The model includes a framework for planning supports for students with extraordinary learning challenges